Illinois Learning Standards

Stage G - Fine Arts—Drama



Descriptors


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Analyze vocal and physical qualities used to communicate character, setting, and emotion.
  2. Defend the choice of design elements (props, costumes, lights, sound, make-up, and/or sets) to communicate an idea.
  3. Analyze a drama for techniques used to enhance plot (e.g., choice of time and place, use of minor characters, introduction of new information, type of conflict).
  4. Analyze how rhythm is used to communicate ideas.
  5. Identify pattern and repetition in written or performed dramas.
  6. Analyze the interrelationship among character, conflict/problem, and resolution
  7. Explain the differences among dialogue, monologue, and narration.
  8. Analyze how the use of shape and level impact the communication of character status, character relationship, emotion, mood, and message.
  9. Analyze the relationship of mood to tension and pacing.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Compare and contrast two works in one art form that share similar themes or subject matter examining artistic components (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes).

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Analyze how the primary tools (mind, body, and voice) influence and/or affect a director and playwright's skills.
  2. Analyze how the support tools (i.e., costumes, sets, lights, props, sounds, make-up) and the primary tools work together to communicate an idea.
  3. Compare playwriting to improvising and directing to acting.
  4. Analyze the acting process (e.g., memorizing, determining and enacting character's wants, listening, maintaining concentration).
  5. Analyze advanced negotiation strategies used to plan a drama (e.g., win-win, compromise, chance, voting, agree to disagree).
  6. Analyze the steps of the artistic process used in drama.

26B —

Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
  1. Adapt non-dramatic text (e.g. poem, lyrics) into a drama.
  2. Invent a character or situation based on imagination, personal experience, or research.
  3. Demonstrate concentration, physical action/reaction, imagination, listening, and memorization in acting a character.
  4. Combine vocal techniques with physical techniques to tell a story or enact a character.
  5. Plan, design, and/or alter a space, prop, costume, and/or sound source to communicate idea.
  6. Demonstrate planning, practicing, evaluating, and revising techniques with a team.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Demonstrate good audience behavior and evaluate the behavior of self and others.
  2. Describe how audience behavior changes a product or performance.
  3. Compare and contrast the function of the arts in two similar types of ceremonies (e.g., parades - Thanksgiving Day Parade and Mardi Gras; Opening Ceremony - Super Bowl and World Series).
  4. Explain the way the various arts are used to persuade and promote ideas in advertising.
  5. Explain the ways technology is used to communicate in each of the arts.
  6. Describe in each art form at least two artists' roles and how those roles contribute to the world of work.

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Determine the reasons why certain artists or works of art reflect culture (e.g. totems, ritual).
  2. Connect artists or their works with the trends and/or influences they create(d).

Return to Fine Arts Classroom Assessments and Performance Descriptors